More opportunities for reading time in Maltese and English, the use of new technologies and the provision of a richer variety of reading material are some of the main focus points of the National Literacy Strategy, which was launched yesterday.
Strategy coordinator Charles Mifsud explained that the 2014-2019 strategy will pave the way for a more student-centric approach, with students being given a freer rein in choosing reading material which appeals to them, including manga comics and other graphic novels.
By the age of 15, a student is expected to read and write fluently
The strategy encapsulates a number of subgroups, including first years (0-3), early years (Kindergarten 1 and 2), junior years and secondary years, youths, children with learning difficulties and disabilities, third country nationals (TCNs) and adults.
The strategy, which is the result of a year of consultations, states that literacy acquisition starts from birth and that early literacy achievement is associated with lower rates of early school leaving.
The strategy places heavy emphasis on parental involvement, stressing that parents and caregivers should be engaged in the literacy development of their children right from the very first years through programmes which promote story-telling, like the ‘Aqra Miegħi/Read with Me’ programme.
This service is currently provided within seven centres located throughout Malta and Gozo. Its success meant that the government was looking into setting up additional centres, Prof. Mifsud said.
The early years will see a heavy emphasis on oracy (the capacity to express oneself and understand speech) as a precursor to literacy. Screening and profiling will also be consolidated to ensure timely intervention.
Procedures will be established to promote dyslexia-friendly schools. There should also be an increased opportunity for reading time in Maltese and English while class and school libraries should be invested in and expanded.
By the age of 15, a student is expected to read and write fluently and independently, have high levels of expressive and receptive language and use language in a correct manner.
However, 36 per cent of 15-year-olds encounter literacy difficulties, significantly higher than the EU average of 19 per cent.
The strategy states that class-based screening is to take place at the beginning of each secondary school year in order to appraise each student’s level of proficiency with the support of the College Literacy Team.
Learners who are struggling in literacy may be provided with additional sessions by specifically designated tutors. These sessions are to be adapted the student’s level of ability.
The content of the syllabus is to be revised and, where necessary, reduced while reading time is increased.
The strategy promotes multisensory teaching in different school subject areas for children with learning difficulties and disabilities. Students with severe literacy difficulties are to be provided with intensive literacy courses over an identified period of time.
Regarding TCNs, the strategy recommends promoting small group language and literacy support classes where students can receive individual attention.
In this way they feel comfortable taking risks with the language and literacy skills being taught.
The strategy also promotes ‘Reading Ambassadors’ involving personalities who promote reading among children and youths and ‘Reading Champions’ and ‘Reading Buddies’ for children and young people who inspire others to read.
The policy document is available on www.education.gov.mt/literacy.